"The Daily Five establishes the core structural environment and the capacity for independence to meet the needs of our diverse students, the CAFE Book provides the technical expertise necessary for individual students to receive exactly what they need to improve as readers." (Boushey & Moser, 2009, p. ix) The CAFE Book
THE CAFE COMPONENTS: Comprehension Accuracy Fluency Expand Vocabulary
The CAFE system core elements:
1. "The teacher keeps a notebook with a few key record-keeping forms, including a calendar, individual student conference forms, and strategy group planners." 2. "Children meet with the teacher during literacy workshop conferences to be assessed, to receive focused, explicit instruction, to set goals, and then to follow up on progress. The teacher keeps track of progress on the goal sheet in the notebook and schedules the next conference on the calendar, and the child posts his or her goal on the class CAFE chart." 3. "The teacher plans small-group instruction based on clusters of students with similar needs in one of the CAFE categories. These groups are flexible, based on needs rather than reading levels. Often the teacher meets with groups of children who are reading different books at different levels but working on the same goal (such as fluency or expanding vocabulary." (Boushey & Moser, 2009, p. 7) The CAFE Book
Link to the Sisters' CAFE site: CAFE (refer to your email for SGCE login access information)
(Boushey & Moser, 2009, p. ix)
The CAFE Book
THE CAFE COMPONENTS:
Comprehension
Accuracy
Fluency
Expand Vocabulary
The CAFE system core elements:
1. "The teacher keeps a notebook with a few key record-keeping forms, including a calendar, individual student conference forms, and strategy group planners."
2. "Children meet with the teacher during literacy workshop conferences to be assessed, to receive focused, explicit instruction, to set goals, and then to follow up on progress. The teacher keeps track of progress on the goal sheet in the notebook and schedules the next conference on the calendar, and the child posts his or her goal on the class CAFE chart."
3. "The teacher plans small-group instruction based on clusters of students with similar needs in one of the CAFE categories. These groups are flexible, based on needs rather than reading levels. Often the teacher meets with groups of children who are reading different books at different levels but working on the same goal (such as fluency or expanding vocabulary."
(Boushey & Moser, 2009, p. 7)
The CAFE Book
Link to the Sisters' CAFE site:
CAFE
(refer to your email for SGCE login access information)